Using an extended ICAP-based coding guide as a framework for the analysis of classroom observations
Files
(Published version)
Date
2023
Authors
Vosniadou, S.
Lawson, M.J.
Bodner, E.
Stephenson, H.
Jeffries, D.
Darmawan, I.G.N.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
Teaching and Teacher Education, 2023; 128:104133-1-104133-13
Statement of Responsibility
Stella Vosniadou, Michael J. Lawson, Erin Bodner, Helen Stephenson, David Jeffries, I Gusti Ngurah Darmawan
Conference Name
Abstract
A coding guide based on the Interactive, Constructive, Active, Passive (ICAP) theory was developed and used to analyze the transcripts from filmed classroom observations. The analysis focused on the lesson tasks used by the 20 participating teachers to promote student cognitive engagement and the links between these tasks and student learning. The results showed that a) only 30% of the lesson tasks were assigned the Constructive and Interactive codes, and b) there were important teacher differences. About half of the teachers provided no or very few opportunities for Constructive or Interactive student cognitive engagement in their lessons.
School/Discipline
Dissertation Note
Provenance
Description
Available online 13 April 2023
Access Status
Rights
© 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).